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Full-Text Articles in Education
Boys' Education Lighthouse Schools : Stage Two Final Report 2006, Peter Cuttance, Wes Imms, Sally Godhino, Elizabeth Hartnell-Young, Jean Thompson, Keryn Mcguinness, Gregory Neal
Boys' Education Lighthouse Schools : Stage Two Final Report 2006, Peter Cuttance, Wes Imms, Sally Godhino, Elizabeth Hartnell-Young, Jean Thompson, Keryn Mcguinness, Gregory Neal
Dr Elizabeth Hartnell-Young
In 2004, schools involved in BELS Stage Two focused on trialling effective approaches to addressing boys' education, and establishing appropriate evaluation tools and methodologies to monitor the impact of these interventions. In 2005, BELS clusters implemented interventions across their clusters and measured their impact on their target group of boys. The Final Report provides a detailed analysis and discussion of the key findings and experiences of the 350 project schools in stage two of the Boys' Education Lighthouse Schools Programme. The BELS program followed almost a decade of public enquiries into issues associated with boys' learning in Australian schools
Evaluation Of An Online Community: Australia's National Quality Schooling Framework, Elizabeth Hartnell-Young, Keryn Mcguinness, Peter Cuttance
Evaluation Of An Online Community: Australia's National Quality Schooling Framework, Elizabeth Hartnell-Young, Keryn Mcguinness, Peter Cuttance
Dr Elizabeth Hartnell-Young
This chapter considers the development and implementation of Australia’s National Quality Schooling Framework (NQSF), created particularly for teachers and others involved in improving school education. This large-scale, highly structured, and outcome- focused community space, funded by the Australian government, was developed as a means of building and testing knowledge. Using Wenger’s infrastructure for communities of practice, the chapter evaluates the NQSF in light of its capacity for engagement, imagination, and alignment. Although these three are often intertwined, we conclude that firstly, users value the space for engagement and that this needs to be supported by a national telecommunications infrastructure. Secondly, …
Teachers' New Roles In School-Based Communities Of Practice, Elizabeth Hartnell-Young
Teachers' New Roles In School-Based Communities Of Practice, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
School classrooms can be conceptualised as bounded communities of practice made up of teachers and students working together to learn and build knowledge. The widespread use of information and communication technologies enables these communities to create knowledge, cross boundaries and build up intellectual capital. This paper, based on a qualitative study of thirty-two teachers in Victorian state schools, offers a model of four teachers’ roles that reflects the current situation, and suggests ways in which these roles might be developed to enhance knowledge building. It argues that safe, knowledgeable communities within boundaries, together with active boundary-crossing, can provide the conditions …
Towards Knowledge Building : Reflecting On Teachers' Roles And Professional Learning In Communities Of Practice, Elizabeth Hartnell-Young
Towards Knowledge Building : Reflecting On Teachers' Roles And Professional Learning In Communities Of Practice, Elizabeth Hartnell-Young
Dr Elizabeth Hartnell-Young
This study was undertaken in conjunction with the Successful Integration of Learning Technologies (SILT) Project in Victorian state schools, and its purpose was to identify the forms of teachers' professional practice that enhance knowledge building, in order to inform teacher development policy and pre-service education. Knowledge building is based on a constructivist approach to learning and teaching, and this, in conjunction with the spread of learning technologies, is said to have greatly changed the role of the teacher in the classroom: from the expert dispensing knowledge to the facilitator of student learning. Using an ethnographic approach based particularly on observation …